Facilitating Intersectionally Conscious Collaborations in Physics Education

Autor/inn/en	Boveda, Mildred; Weinberg, Andrea E.
Titel	Facilitating Intersectionally Conscious Collaborations in Physics Education
Quelle	In: Physics Teacher, 58 (2020) 7, S.480-483 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Science Instruction; Physics; Science Teachers; Gender Bias; Social Bias; Females; LGBTQ People; Racial Bias; Ethnicity; Minority Group Students; Barriers; Higher Education; African American Students; Identification (Psychology); Power Structure; Minority Group Teachers; College Faculty; Professional Identity; Women Faculty + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Geschlechterstereotyp; Weibliches Geschlecht; Racial discrimination; Rassismus; Ethnizität; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fakultät; Frauenakademie; Weibliche Gelehrte
Abstract	In this article, we introduce the Intersectionally Conscious Collaboration (ICC) protocol to physics educators who seek to disrupt the long-standing inequities in their field. Recent studies raise awareness of diversity and inclusivity concerns and propose best practices for reducing bias toward women, LGBTQ+ students, and racially/ethnically minoritized students. Documented evidence demonstrates persistent challenges for women in physics in university settings, even addressing the identities and experiences of Women of Color. Simone Hyater-Adams and colleagues' Critical Physics Identity framework, focused on Black physics identity, simultaneously considers racial and physics identities and individuals' experiences within the context of structural and institutionalized oppression in the physics community. The ICC protocol includes six elements designed to support collaboration and inclusive instructional practices that respond to how multidimensional inequities and power differentials may manifest in academic settings. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01